Proceedings of the Annual Meeting of the Cognitive Science Society

Tracking one’s performance over time is essential to efficientself-guided learning but it is not clear whether young childrencan accurately monitor their past performance. Here, welooked at whether 4-6-year-olds can use the trajectory of theirpast performance to allocate future resources. Across fourexperiments (N = 274), we found that children were sensitiveto their rate of change in past performance: Children assignedto a condition in which they got better over time were morelikely to take on challenges and teach others than children inconditions where they got worse or stayed the same.Furthermore, children privileged their rate and direction ofchange more than their total or final score. These resultssuggest that young children monitor their rate of improvementand can use this information to guide their future efforts.